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This study aims at studying the time levels in the novel "A Candle Not Extinguished" by Dr. Mahmful al-Zah5r. The researcher started with a preface, then he focused on the concept of time. In addition, the researcher tackled the time levels and divided them into three as follows: First, the level of order: I. Retrieval: Retrieval by the character Retrieval by the monologue Retrieval by the objective narrator 2. Preemption: The expected preemption, The unexpected preemption Second, the level of period: I . The adjustment technique: Deletion: The limited deletion The unlimited deletion. Conclusion 2. The slowdown technique: The scene The descriptive pause. Third, the level of rhythm: I. Talking one time about what happened once. 2. Talking too many times about what happened once. 3. Talking one time about what happened too many times. The conclusion: based on the nature of the study, the researcher followed the analytical descriptive approach.

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Islāmic Studies is included as a compulsory subject in the Syllabī taught in Schools, Colleges and Universities of Pakistān. While preparing the prescribed courses intended for Islāmic Studies (compulsory) special emphasis is placed on focusing the entire religion i.e Beliefs ,Worship, Ethics etc in the course. Translation and Tafsīr of Qur'ānic verses and ×adi'th is also made part of the curriculum. Along with the modern education a student can also be informed about Islām , so that a young generation with a sound knowledge on all lines emerges from educational institutions to meet the future challenges. To achieve this goal great attention is paid to the preparation of the curricula by using expertise in the field, but even then errors do occur in the form of incorrect wording of the Ahadiths and inclusion of less authentic sayings of the holy prophet (SAW) which amounts to committing a great sin by misguiding the youth regarding the factual position of the divine knowledge thus leaving the mind ill-informed about their religion which might prove disastrous for the society in future as the young mind carries with him whatever he learns at school and his formative years. There is a great demand for judging the validity of the less authentic sayings of the holy prophet (SAW) and the need for passing them through research filters is being felt in the educational circles. The article under consideration here aims at probing into the details of the origin of the AÍādiths prescribed for the1st part of the Secondary School Certificate Course. [ABSTRACT FROM AUTHOR]